Rosley CofE School
Rosley is a voluntary Aided Primary School catering for children between the ages of 4 and 11 years. The original school was founded in 1873, but moved to its present site in 1961. It is a pleasant, well maintained building situated opposite Holy Trinity Church and Rosley Village Hall in a picturesque rural setting. The school is easily accessible from Dalston and Wigton and serves the local communities of Rosley, Westward, Brocklebank and Curthwaite.
Inside the school there are four self-contained teaching areas, an attractive school hall, a well-equipped kitchen where meals are prepared on site, good cloakroom facilities and offices for the Head Teacher and Business Manager. The Reception and KS1 classrooms have direct access to a secure outdoor area, which is used by the reception children on a daily basis. The school hall functions as a dining room, a meeting place for Collective Worship and an extra teaching space if needed. We are lucky to have the use of the much larger village hall when occasions demand more space!
Providing a pleasant, comfortable and stimulating environment in which the children can work and play is essential and much has been done over the last few years to upgrade and update the facilities. We have school ﬁeld, sports pavilion and vegetable garden-The sports ﬁeld is used by not only the school but also members of the community. The vegetables we are growing in the garden are used in the school kitchen and children are learning about the importance of vegetables as part of a healthy diet. Busy Bees Nursery is located within the school grounds. Our Foundation Stage has close links with this private nursery and there are often joint activities.
Who to contact
Where to go
- Rosley C of E Primary School
Rosley CE School
- CA7 8AU
- Other notes
We also offer Breakast Club between 8am and 8.45am.
Our after-school clubs run from 3.30pm until 5.30pm.
Rosley CE School prides itself on being a highly inclusive school, welcoming and providing for children with a full range of needs. All our staff work hard to meet the needs of all the children in our care, we aim to give them access to the full school curriculum, at a level which is appropriate to their age and ability. We also consider the needs of parents and carers, thus our building has been adapted to allow full access for pupils and family members who may have disabilities, and our Accessibility Plan details further provision we would make as and when appropriate.
We have staff who are trained to deliver speciﬁc programs to individuals and small groups of children who need a boost in literacy or mathematical skills at certain points during the school year. We work closely with outside agencies that can help us access further support for individuals who require it.
- Contact Name
- Miss S Wilson (Headteacher / SENCo)
- Contact Telephone
- 016973 42776
- Contact Email
Rosley C of E Primary School - Policies
Rosley C of E Primary School - Additional Support
- Local Offer Age Bands
- Primary (5-10 years)
Schools Extended Local Offer Response
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
Class teachers will monitor the ongoing progress of children against age-related expectations. If a child does not seem to be making expected progress from their starting point in school, or displays any unusual behaviours, they will meet with parents to discuss strategies for working with the child to support them. If parents are concerned, they may contact the class teacher or Headteacher to arrange an appointment to discuss their concerns.
- How will early years setting/school/college staff support my child/young person?
Once issues of development and progress have been identified, the class teacher in conjunction with the SENCO will put in place strategies to support the child. If the issues involve interventions different from the majority of children within the class, there will be an Individual Education Plan (IEP) drawn up. This will outline a number of targets to address the issues and be reviewed termly. There will be regular meetings between the class teacher and parents to review and monitor the child's progress. If after a number of IEPs, there still is concern about the child's progress, a referral may be made to outside agencies to provide further advice and guidance. This may involve agencies such as Educational Psychology, Specialist Advisory Teachers, Speech and Language, Educational Welfare etc.
- How will the curriculum be matched to my child's/young person's needs?
Class teachers will work to ensure that the child is able to access the national curriculum at the level they are capable of. This may be by providing support in class with small group work of a small number of children who are working at a similar level; or in some cases the child may be withdrawn for specific individual programmes of work. The support in class may be by the class teacher or teaching assistant. It may be that the child requires special resources to support them such as specially tailored computer programmes. The IEP will identify 3 or 4 focus targets which will be addressed through classwork where appropriate. For example, a child needing to focus on letter formation, ensuring that their letters are of the correct size and orientation, may have this as a focus during a class writing session or may work within a small group on a programme entitled "Write from the Start", supported by a teaching assistant.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
The class teacher will meet with parents to review the IEP on a termly basis or in cases of extreme difficulties, there may be more regular meetings. Progress against targets will be discussed and further targets set. Some parents find it useful to have a contact book set up, in order for them to further monitor how their child has been during the day - this is more usual where the concerns are around behavioural or medical issues. In addition to measuring progress against IEP targets, the class teacher will monitor progress against the National Curriculum age-related expectations. This will also be discussed with parents at IEP review meetings.
- What support will there be for my child's/young person's overall well being?
In all cases of support, additional work or specific strategies will be explained to the child in order for them to understand how these approaches will help support them. They will be made aware of channels of support open to them. In cases of behavioural issues, there may be strategies such as Social Stories drawn up, which will guide the child in taking the most appropriate action in times of difficulty. All of our teaching staff have undertaken training in Mental Health 1st Aid and Safe Administration of Medicines and are fully aware of the range of issues relating to these situations. In cases of poor attendance, staff will work with parents to encourage children into school on a daily basis, sometimes implementing strategies such as giving the child an important job to carry out first thing in the morning. If a child requires 1:1 support with settling into school/anxieties etc. a member of the teaching staff will provide this support and discuss how they will do so, with the child.
- What specialist services and expertise are avaliable at or accessed by the setting/school/college?
In addition to the above training mentioned, our teaching staff are experienced in dealing with a range of difficulties such as dyslexia, dyspraxia, ASD, medical needs, anxiety needs amongst other areas. They have developed strategies from working alongside the Educational Psychologist, Specialist Advisory Teacher, Speech and Language Therapist and other medical practitioners. These agencies are always available to staff in cases of further advice and support. When a referral has been made to an external agency, the child may be visited in school and work with them or be observed working within the classroom. It is usual for the member of the agency to meet with parents following their visit to discuss the child and further support.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
This has mainly been answered in the above paragraphs. The Headteacher holds a diploma in SEN Provision & Inclusion. Staff undertake training outside school as and when appropriate training becomes available.
- How will my child/young person be included in activities outside this classroom including school trips?
Rosley CE School has an Accessibility Plan which outlines how all children have access to the curriculum and the physical aspect of the school. Some activities may require specialist equipment e.g. in PE/Games. In the case of trips and activities outside of the classroom, a risk assessment is always undertaken and consideration will be given to children with specific needs. Where possible, the child will be included and supported by school staff. In some cases, it may be that a parent is also required to join us and provide more specific or intimate care. These events will be discussed with parents prior to the activity. In the case of medical needs, further advice may be sought from a medical practitioner, to ensure staff are aware of all procedures in cases of emergencies.
- How accessible is the setting/school/college enviroment?
School is accessible by wheelchairs and there is a toilet accessible for those with medical needs or wheelchair-bound. Again, details can be found in our Access Plan. In cases of parents whose first language is not English, or parents with hearing impairments, the school will contact the Local Authority for specialist support.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
For children joining Rosley CE School, there will be induction days offered for the child to join in the class they will be working with. This may be for a morning, whole day or series of days. For children with SEND going on to secondary schools, the SENCO and class teacher will liaise with the SENCO of the secondary school and arrange appropriate transition procedures. These may include additional induction days with or without a member of Rosley School staff to support.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
The budget for children with SEND is usually allocated to provide additional support to classes by a teaching assistant and also, specific resources e.g. the purchase of Clicker 7 - a computerised programme to assist with writing and spelling. Each child' needs will be assessed individually and where possible, resources allocated to address a specific need e.g. the provision of Reading Intervention. Having a child's SEND identified however, does not imply that extra funding is available to schools. For children in receipt of an Educational Health Care Plan (EHCP) extra funding will be available and planned for, to address the specific areas identified on the plan.
- How is the decision made about what type and how much support my child/young person will receive?
The SENCO works in conjunction with class teachers, Governors and Business Manager to prioritise needs and allocate the SEN budget. For children in receipt of Pupil Premium, this will also be discussed with parents, as to how best to utilise the funding for the benefit and progress of the child. A provision map is drawn up to outline provision. This is reviewed annually to monitor the impact of spending.
- How are parents involved in the setting/school/college? How can I be involved?
Rosley CE School is welcoming to parents in discussing their concerns and needs of children. In addition to our open-door policy where parents may speak briefly to teachers at the start or end of the day, parents are able to request a more in-depth meeting with teachers and/or Headteacher/SENCO. Where there are ongoing issues, meetings will be arranged on a regular basis to allow parents remain involved in the process of support. Where appropriate, these meetings may also involve a member of the Governing Body if it is felt appropriate.